Australia s Indigenous Students in PISA 2000: Results from an International Study

Transcription

1 ACER Research Monograph No 59 Australia s Indigenous Students in PISA 2000: Results from an International Study Lisa De Bortoli John Cresswell August 2004

2 This publication is the result of research that formed part of a program supported by a grant to the Australian Council for Educational Research by State, Territory and Commonwealth governments. The support provided by these governments is gratefully acknowledged. The views expressed in this report are those of the authors and not necessarily those of the Commonwealth, State and Territory governments. Published 2004 by Australian Council for Educational Research Ltd 19 Prospect Hill Road, CAMBERWELL VICTORIA 3124 AUSTRALIA Copyright 2004 Australian Council for Educational Research National Library of Australia Cataloguing-on-Publication data: De Bortoli, Lisa Jean, Australia s indigenous students in PISA 2000 : results from an international study. Bibliography. ISBN Aborigines, Australian Education. 2. Educational equalization Australia. I. Cresswell, John, II. Australian Council for Educational Research. III. Title. (Series : ACER research monograph ; no. 59)

3 CONTENTS Tables... v Figures... vi EXECUTIVE SUMMARY... vii INTRODUCTION...1 What is PISA?... 1 Countries In PISA... 2 What did PISA measure?... 3 REPORTING RESULTS IN PISA... 3 How the literacy domains are measured... 3 How attitudes and behaviours are measured... 3 PISA IN AUSTRALIA... 4 Advisory groups... 4 Sample... 4 WHO WERE THE PARTICIPANTS?... 4 Age and gender... 4 Year level and program at school... 4 RESULTS ON THE LITERACY MEASURES... 5 Results using mean scores... 5 Reading literacy... 6 Mathematical literacy... 7 Scientific literacy... 7 Summary of results overall Results by gender Reading literacy Reading literacy sub-scales Mathematical literacy Scientific literacy RESULTS USING PROFICIENCY LEVELS PERFORMANCE DIFFERENCES IN RELATION TO BACKGROUND CHARACTERISTICS Family structure Language spoken at home and English proficiency Home possessions Books in the home Parents education Home education resources...16 Socioeconomic background OTHER STUDENT CHARACTERISTICS Educational aspirations Absence from school Travel time to school Students attitudes towards reading... 21

4 CONTENTS (cont) STUDENTS READING HABITS Types of reading materials Reading for enjoyment Borrowing books from the library LEARNING STRATEGIES Control strategies Elaboration strategies Memorisation strategies LEARNING PREFERENCES AND BEHAVIOURS Competitive learning Cooperative learning Self-efficacy Effort and perseverance COMPARING LEARNING STRATEGIES, LEARNING PREFERENCES AND BEHAVIOURS FOR INDIGENOUS STUDENTS THE LEARNING ENVIRONMENT Student s sense of belonging at school Teacher-student relations Teacher support Disciplinary climate LEARNING OUTSIDE SCHOOL Family educational support...31 Time spent on homework Summary FAMILIARITY AND COMPETENCY IN USING COMPUTERS Availability and usage of computers Comfort and perceived ability with computers Interest in computers HIGH AND LOW ACHIEVING INDIGENOUS STUDENTS CONCLUSION REFERENCES ANNEX iv

5 TABLES Table 1 Reading Sub-Scale Means for Indigenous and Non-Indigenous Students... 7 Table 2 Summary of Indigenous Students and Non-Indigenous Students Performance in PISA Table 3 Parents Educational Attainment Table 4 Mean Scores for Students with Different Patterns of Absence Table 5 Percentage of Indigenous and non-indigenous Students Absent or Arrived Late for School in the Previous Two Weeks Table 6 Travelling Time to School for Indigenous and Non-Indigenous Students Table 7 Student Engagement with Reading Table 8 Percentages of Indigenous and Non-Indigenous Students Responses on some of the Reading Attitude Items Table 9 Percentages of Indigenous Female and Male Students Borrowing Books from a Public or School Library Table 10 Percentage of Low and High Achieving Indigenous Students on Background Characteristics Table 11 Means of Low and High Achieving Indigenous Students on Reading Scale Table 12 Means for Low Achieving and High Achieving Indigenous Students on Self- Regulated Learning Scales Table 13 Means for Low Achieving and High Achieving Indigenous Students on the Learning Environment Scales Table A1 Percentages of Indigenous Female and Male Responses on the Reading Attitude Items Table A2 Percentages of Indigenous Students Responses to Control Strategies Statements in Learning by Gender Table A3 Percentages of Indigenous Students Responses to Elaboration Strategies Statements in Learning by Gender Table A4 Percentages of Indigenous Students Responses to Memorisation Strategies Statements in Learning by Gender Table A5 Percentages of Indigenous Students Responses to Competitive Learning Statements in Learning by Gender Table A6 Percentages of Indigenous Students Responses to Cooperative Learning Statements in Learning by Gender Table A7 Percentages of Indigenous Students Responses to Control Expectation Statements in Learning by Gender Table A8 Percentages of Indigenous Students Responses to Self-efficacy Statements in Learning by Gender Table A9 Percentages of Indigenous Students Responses to Effort and Perseverance Statements in Learning by Gender Table A10 Percentages of Indigenous Students Responses to the Student s Sense of Belonging Scale by Gender Table A11 Percentages of Indigenous Students Responses to Teacher-Student Relations Scale by Gender...41 Table A12 Percentages of Indigenous Students Responses to the Teacher Support Scale by Gender Table A13 Percentages of Indigenous Students Responses to the Disciplinary Climate Scale by Gender Table A14 Percentages of Indigenous Students Responses to the Family Educational Support Scale by Gender Table A15 Percentages of Indigenous Students Responses to the Time Spent on Homework each Week by Gender v

6 FIGURES Figure 1 The Countries participating in PISA... 2 Figure 2 School Program for Indigenous and Non-Indigenous Students... 5 Figure 3 Student Achievement on the Combined Reading Literacy Scale by Country, including the Australian Indigenous Students Figure 4 Student Achievement on the Mathematical Literacy Scale by Country, including the Australian Indigenous Students... 8 Figure 5 Student Achievement on the Scientific Literacy Scale by Country, including the Australian Indigenous Students... 9 Figure 6 Student Achievement for the Indigenous and Non-Indigenous Students by Gender on the Reading, Mathematical and Scientific Literacy Scales Figure 7 Proficiency Levels for Indigenous Students and Non-Indigenous Students on the Reading Literacy Scale Figure 8 Family Structure of Indigenous and Non-Indigenous Students in Australia Figure 9 Reading Achievement and Family Type of Indigenous Students Figure 10 Number of Books in the Homes of Indigenous and Non-Indigenous Students in Australia Figure 11 Relationship between Socioeconomic Status and Reading Literacy Performance for Several Countries as well as the Australian Indigenous Students Figure 12 Educational Aspirations for Indigenous and Non-Indigenous Students beyond Secondary School Figure 13 Educational Aspirations for Indigenous Males and Females beyond Secondary School Figure 14 Student Performance and Educational Aspirations beyond School for Indigenous Students Figure 15 Relationship between Reading Achievement and Students Responses to I only read if I have to Figure 16 Relationship between Reading Achievement and Students Responses to Reading is one of my favourite hobbies Figure 17 Relationship between Reading Achievement and Time Spent on Reading for Enjoyment by Gender Figure 18 Indigenous and Non-Indigenous Students Means on Each of the Self-regulated Learning Scales Figure 19 Indigenous Females and Males Means on Each of the Self-regulated Learning Scales Figure 20 Comfort and Perceived Ability with Computers - Means for Indigenous and Non- Indigenous Males and Females Figure 21 Interest in Computers - Means for Indigenous and Non-Indigenous Males and Females vi

7 EXECUTIVE SUMMARY In 2000, Australia took part in the inaugural OECD Programme for International Student Assessment (PISA). Approximately 500 Australian Indigenous students were assessed in PISA, providing a representative sample of the 15-year-old Indigenous population. This report presents the analysis of the results for the Australian Indigenous students in comparison with other Australian students and in relation to other countries students. It also examines some of the characteristics of the Indigenous students. Australia s Indigenous students performed at a lower level than the non-indigenous students in the three assessment areas - reading literacy, mathematical literacy and scientific literacy. Their results were below the OECD mean. Gender differences were similar to the other Australian students, with females outperforming the males in reading literacy. No significant gender differences were found in mathematical or scientific literacy. Results using the Reading Proficiency Levels show an over-representation of students in the lower levels (35 per cent) and an under-representation at the highest proficiency level (8 per cent). However, 40 per cent of Indigenous students performed at Level 3 or better. The influence of home background factors on performance was examined. Resources, such as books in the home, were fewer in homes of Indigenous students than in non-indigenous students homes. The mean socioeconomic status of Indigenous students was lower than that of non-indigenous students. There was, however, a higher level of equity, with less difference in performance between low and high socioeconomic status Indigenous students than for the performance between low and high socioeconomic status non-indigenous students. In the learning environment, Indigenous students reported fewer disciplinary problems in their English lessons and they had a more positive sense of belonging at school than the non- Indigenous students. They also reported spending less time on homework. Differences were found in the learning strategies, learning preferences and behaviours of Indigenous students compared to non-indigenous students. Indigenous students had less preference for a competitive learning environment. They were also less likely to use elaboration and control strategies. vii

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9 Australia s Indigenous Students in PISA 2000: Results from an International Study INTRODUCTION Australia s Indigenous people have had a continuous existence and culture for many thousands of years. European settlement in the eighteenth century brought about great changes to the Indigenous people and now in the twenty-first century, there are many important issues and challenges relating to the Indigenous population. Foremost among these issues are health and education. This report focuses on education. In Australia, the gap between educational outcomes for Indigenous 1 and non-indigenous students at all levels of education has long been a concern (Long, Frigo, & Batten, 1999), although there have been some encouraging signs of improvement in Indigenous students results in numeracy from 1975 to 1995 (Marks & Ainley, 1997). Indigenous education policy has placed a high priority on gathering data on educational outcomes as a way of monitoring the extent to which educational equity is being achieved for Indigenous students. Whilst national data collections contain achievement data of students at primary school and in the post-compulsory years, less is known about the achievement and characteristics of 15-year-old Indigenous students. An opportunity to examine a much wider range of data for an older age group of students arose from Australia s participation in the inaugural OECD 2 Programme for International Student Assessment (PISA). The international results for PISA have been published in 2001 (OECD) and also in 2003 (OECD/UNESCO 3 ), following the release of results from extra countries that participated in PISA in 2002 (see Figure 1, which shows the participating countries). Indigenous students were oversampled in Australia so that reliable results could be determined for them as a group. Some of these results were included in the initial Australian report, 15-up and counting, reading, writing, reasoning... How literate are Australia's students? The PISA 2000 survey of students' reading, mathematical and scientific literacy skills. (Lokan, Greenwood, & Cresswell, 2001). This subsequent report, Australia s Indigenous Students in PISA 2000, presents more details and analysis of the results for the Indigenous sample, sometimes in comparison with the remainder of the Australian sample and sometimes in relation to other countries samples. What is PISA? PISA is a survey of the knowledge and skills of 15-year-olds which was first carried out in 2000 and will be repeated every three years, so that changes over time can be measured. Over students from 43 countries took part in PISA Students answered a pen-and paper assessment booklet in their schools. They also answered a 30-minute questionnaire about themselves, and their principals answered a 30-minute questionnaire about their schools. Students were asked about their home backgrounds, their attitudes to school and learning, and the strategies they used when studying. Principals were asked about the atmosphere and resources for learning at the school, and the kinds of programs the students were studying. PISA 2000 assessed young people s ability to apply their knowledge and skills to real life problems and situations, rather than how well they had learned a specific curriculum. PISA 2000 assessed literacy in reading, mathematics and science. Within this survey, the word literacy means much more than the common meaning of being able to read and write. In PISA reading literacy is defined as: the ability to understand, use and reflect on written texts in order to achieve one s goals, to develop one s knowledge and potential, and to participate effectively in society. 1 In this paper, Indigenous students refer to Australian Aboriginal and Torres Strait Islander students. 2 Organisation for Economic Cooperation and Development. 3 United Nations Educational, Scientific and Cultural Organisation.

10 2 Australia s Indigenous Students in PISA 2000: Results from an International Study To answer the PISA 2000 assessment tasks correctly, students had to understand key concepts, use a range of processes in the correct way and apply their knowledge and skills in different situations. Some of the assessment tasks were multiple choice questions, but many questions required students to construct their own answers. Questions addressed by PISA include: How well prepared are young people to deal with challenges they will meet in the future? What skills do young people have that will help them adapt to change in their lives? Are they able to analyse, reason and communicate their arguments and ideas to others? Are some ways of organising schools and school learning more effective than others? What influence does the quality of school resources have on students learning? To what extent is student performance dependent on their home backgrounds? How can opportunities be improved for students from disadvantaged backgrounds? Countries In PISA The countries that took part in PISA 2000 and some other countries that have joined the project since then are shown on this map. PISA 2000 PISA+* Australia Austria Belgium Brazil Canada Czech Republic Denmark Finland France Germany Greece Hungary Iceland Ireland Italy Japan Korea Latvia Liechtenstein Luxembourg Mexico Netherlands New Zealand Norway Poland Portugal Russian Federation Spain Sweden Switzerland United Kingdom United States Albania Argentina Bulgaria Chile China Special Administrative Region of Hong Kong Indonesia Israel Macedonia Peru Romania Thailand Non-OECD countries *PISA+ countries completed the assessment in 2002 Figure 1 The Countries participating in PISA

11 Australia s Indigenous Students in PISA 2000: Results from an International Study 3 What did PISA measure? There were three main areas of assessment in PISA 2000 reading, mathematical and scientific literacies. In PISA 2000 the major domain of assessment was reading literacy, which meant that the majority of the testing time was devoted to this. In reading, assessment was focused on three main areas. The first of these areas or sub-scales as they are known is Retrieving Information, where students have to locate information in a number of different formats, such as text, or a timetable or a plan. The second reading sub-scale was Interpreting Texts, in which students had to demonstrate an understanding of written material or identify the main theme of a piece of writing. The third subscale in reading was Reflection and Evaluation, in which students had to draw on knowledge outside the text and make comparisons and connections and critically evaluate the ideas in the text. The format of the material presented to the students was also varied and either in the form of continuous text (that is, material in written prose format) or non-continuous text (that is, material presented in lists, plans, timetables). In mathematical literacy students were asked to solve problems and apply computational skills in a number of areas. In scientific literacy students were assessed not only on their understanding of scientific processes but also on the nature of scientific investigation. Mathematical literacy is the major assessment domain in 2003, and scientific literacy in Students were also asked to complete a questionnaire designed to give information about their home background, such as their parents level of occupation and education; and their own attitudes to school, especially to reading. Australia also took up the option of including an extended questionnaire which asked students about their use of computers and their approaches to learning, which included, for example, questions about whether they learnt things by memorisation or by extrapolating existing knowledge to new situations. School principals completed a questionnaire about their schools and answered items about the level of training of the teachers, the physical and educational resources and what factors the principals identified as hindering the educational development of 15-year-olds in their schools. REPORTING RESULTS IN PISA How the literacy domains are measured Results need to be comparable within and across countries to be able to interpret them. The literacy scales have been standardised, across the OECD as a whole, to have a mean of 500 points and a standard deviation of 100. This means that, about two-thirds of the students across the OECD countries have scored between 400 and 600 points. In addition to summarising results using mean scores, proficiency levels have been reported to provide an effective means of describing the skills and knowledge that students possess. Students at a particular level are able to demonstrate the skills and knowledge at that level and also the levels below. A low score indicates the student has limited knowledge and skills whereas a high score indicates the student has advanced skills and knowledge. How attitudes and behaviours are measured In PISA, scales were created to summarise students responses to a series of similar questions. The attitudinal and behavioural scales were then standardised, to a mean of 0 and a standard deviation of 1, meaning that two-thirds of the students across the OECD countries, have a value between 1 and 1. The value on the scale indicates whether a group of students responded more positively, if they had a positive value, or more negatively, if they had a negative value, in comparison to all students on average, across the OECD countries.

12 4 Australia s Indigenous Students in PISA 2000: Results from an International Study PISA IN AUSTRALIA Advisory groups In Australia, a National Advisory Committee oversees all aspects of the project. The Committee s members include representatives from the Commonwealth and each of the state and territory education authorities as well as subject matter experts and a specialist on Indigenous education. In addition to the over-sampling of schools in the smaller states and territories, oversampling of Indigenous students has enabled reliable results to be reported for this group on a nation-wide basis. Sample In accordance with the stipulated international practice, the selection of schools and students in Australia for PISA involved sampling in two stages. Schools, in total 246, were first randomly selected with a probability proportional to the enrolment size of the 15-year-olds (that is, larger schools had a greater chance of being selected than smaller schools). Thirty-two students were then randomly selected from a list supplied by the school of all their 15-year-old students. The achieved Australian PISA sample consisted of schools and 5176 students, equating to a weighted student sample of students. In the total PISA sample, the weighted percentage of Indigenous students was 2.4 per cent. This figure consisted of 192 students who identified themselves as being of Aboriginal or Torres Strait Islander descent in the main sample. An additional 301 Indigenous students, not selected for the main sample, accepted an offer to participate in PISA. This report is based on the results of this combined group of 493 Indigenous students. The distribution of the sample is representative of the Indigenous population in Australia. WHO WERE THE PARTICIPANTS? Using data collected in the PISA Student Questionnaire, the personal and home background characteristics for the Indigenous and non-indigenous sample could be described. Age and gender Students born between 1 May 1984 and 30 April 1985 were eligible to take part in PISA. The average age for the Indigenous students was the same as for the non-indigenous students - approximately 15 years 8 months. There were more Indigenous females (51 per cent) than non-indigenous females (47 per cent). Year level and program at school The majority of Indigenous students were in either Year 9 or 10, with 62 per cent of students in a general academic program and 19 per cent in a program with both general and vocational subjects. Of the Indigenous students who were in Year 11, equal percentages (7 per cent) were in a program leading to university or leading to an apprenticeship and 5 per cent were in a program with mostly vocational subjects designed to allow entry to a job straight from school. 4 Data from one further school were not included due to the test administrator becoming ill at the last minute, which meant that test administration procedures were not fully adhered to.

13 Australia s Indigenous Students in PISA 2000: Results from an International Study 5 Indigenous non-indigenous Students (%) Year 11, with mostly vocational subjects to allow entry to a job Year 11, in a program leading to an apprenticeship Year 11, in a program leading to university Year 9 or 10, with Year 9 or 10, in a general and some general academic vocational program subjects Year 8 Figure 2 School Program for Indigenous and Non-Indigenous Students The chart shows: There were similar percentages of Indigenous and non-indigenous students in Years 8, 9 and 10. There was a much smaller percentage of Indigenous students in Year 11 and in a program leading to university than non-indigenous students. There was a much larger percentage of Indigenous students in Year 11 in a program leading to an apprenticeship or in a program with mostly vocational subjects to allow entry to a job straight from school. RESULTS ON THE LITERACY MEASURES A brief discussion of results in reading, mathematical and scientific literacy incorporating results for the Indigenous students is presented in this section using both mean scores and proficiency levels. Gender differences are also discussed. Results using mean scores The National PISA report (Lokan et al., 2001) describes Australia s results in an international perspective. Overall, Australia performed very well, with results above the OECD average in all three literacy domains. On comparing Australia with the other participating countries, only one country Finland, achieved significantly higher than Australia in reading literacy overall. In mathematical literacy, Hong Kong and Japan scored significantly higher than Australia and in scientific literacy, Japan and Korea scored significantly higher than Australia. Comparable analyses were undertaken to determine the mean scores and standard errors for the Indigenous students across the three domains. Three figures, one for each domain, illustrate the comparisons in achievement for all participating countries, including Australia s Indigenous sample. Comparing the results of the Australian Indigenous sample with students from other participating countries, the relative standing of the Indigenous sample shows their performance is lower than for students in the majority of countries in each domain and that their mean score is below that of the OECD average.

14 6 Australia s Indigenous Students in PISA 2000: Results from an International Study The standard error bar associated with the Indigenous students mean is larger than those for the country means because of the smaller number of students in this sample. Reading literacy Results on the combined reading literacy scale show that the Indigenous students, with a mean score of 448, scored between the students of Latvia and Luxembourg, as shown in the figure below. The highest scoring country, Finland, achieved a mean score of 546. The lowest country, Peru, achieved a mean score of 327. Although the mean score for Australia was 528, as represented on this chart, the mean score for the non-indigenous students was slightly higher, at Achievement scores Peru Albania Indonesia FYR Macedonia Brazil Chile Argentina Mexico Bulgaria Thailand Luxembourg Australian Indigenous Israel Latvia Russian Federation Portugal Greece Poland Hungary Liechtenstein Germany Italy Czech Republic Spain Switzerland Denmark OECD average United States France Norway Austria Belgium Iceland Sweden Japan United Kingdom Hong Kong-China Korea Ireland Australia New Zealand Canada Finland Countries Figure 3 Student Achievement on the Combined Reading Literacy Scale by Country, including the Australian Indigenous Students. Arrows indicate Indigenous students, the OECD mean and the Australian (Indigenous and Non-Indigenous) mean. 95 th percentile 90 th percentile 75 th percentile Limits of confidence of mean 25 th percentile READING THE GRAPHS Each country s results are represented in a band with various colours. The bottom of the band is the 5 th percentile this is the score below which 5 per cent of the students have scored. The next two lines indicate the 10 th percentile and the 25 th percentile. The next line at the bottom of the white band is the lower limit of the confidence interval for the mean i.e. there is 95 per cent confidence that the mean will lie in this white band. The lines above the white band indicate the 75 th, 90 th and 95 th percentiles. 10 th percentile 5 th percentile

15 Australia s Indigenous Students in PISA 2000: Results from an International Study 7 The Australian Indigenous students scored at an equivalent level to the students from the Russian Federation, Portugal and Greece, but significantly better than students from Peru, Albania, Indonesia, Macedonia, Brazil, Chile, Argentina and Mexico. The results for the Australian Indigenous students were also lower than non-indigenous students for the three separate aspects of reading for which results have been reported internationally, as shown in Table 1. The largest difference between Indigenous and non-indigenous students was in the area of retrieving information. Table 1 Reading Sub-Scale Means for Indigenous and Non-Indigenous Students Reading Sub-scale Indigenous Students Non-Indigenous Students Retrieving Information Interpreting Texts Reflecting and Evaluating Texts Mathematical literacy The results for mathematical literacy were similar to those for reading literacy (Figure 4). The mean score for the Indigenous students was 450, which places the results as being not significantly different to a number of countries, including Luxembourg, Greece and Portugal, but significantly better than a greater number of countries than is the case for Reading Literacy. These countries include Peru, Brazil, Indonesia, Albania, Macedonia, Chile, Mexico and Argentina. The lowest scoring country, Peru, achieved a mean score of 292. At the higher end of the scale, Hong Kong achieved a mean score of 560. Australia s mean score was 533 and the mean score for the non- Indigenous sample in mathematical literacy was 535. Scientific literacy The results for scientific literacy are shown in Figure 5. The highest scoring country, Korea, achieved a mean score of 552. Peru, the lowest scoring country attained a mean score of 333. Australia s mean was 528. The Australian Indigenous sample achieved a mean score of 448 and is positioned between Luxembourg and Portugal. The mean score for the non-indigenous sample was 529.

16 8 Australia s Indigenous Students in PISA 2000: Results from an International Study Peru Brazil Indonesia Albania FYR Macedonia Chile Mexico Argentina Bulgaria Thailand Israel Luxembourg Greece Australian Indigenous Portugal Italy Latvia Poland Spain Russian Federation Hungary Germany United States Czech Republic Norway OECD average Ireland Sweden Liechtenstein Iceland Denmark Austria France Belgium United Kingdom Switzerland Canada Australia Finland New Zealand Korea Japan Hong Kong-China Achievement scores Countries Figure 4 Student Achievement on the Mathematical Literacy Scale by Country, including the Australian Indigenous Students. Arrows indicate Indigenous students, the OECD mean and the Australian (Indigenous and non-indigenous) mean.

17 Australia s Indigenous Students in PISA 2000: Results from an International Study 9 Korea Japan Peru Brazil Albania Indonesia Argentina FYR Macedonia Chile Mexico Israel Thailand Luxembourg Bulgaria Australian Indigenous Portugal Latvia Russian Federation Greece Liechtenstein Italy Denmark Poland Germany Spain Switzerland Belgium Iceland Hungary United States OECD average Norway France Czech Republic Sweden Ireland Austria Australia New Zealand Canada United Kingdom Finland Achievement scores Hong Kong-China Countries Figure 5 Student Achievement on the Scientific Literacy Scale by Country, including the Australian Indigenous Students. Arrows indicate Indigenous students, the OECD mean and the Australian (Indigenous and non-indigenous) mean.

18 10 Australia s Indigenous Students in PISA 2000: Results from an International Study Summary of results overall There were large differences between the performance of Australia s Indigenous students and non- Indigenous students. This table summarises the mean scores for the combined reading literacy, scientific literacy and mathematical literacy scales for Indigenous and non-indigenous students. Table 2 Summary of Indigenous Students and Non-Indigenous Students Performance in PISA* Domain Indigenous Students Average Non-Indigenous Students Average Reading literacy (combined) (5.8) (3.4) Mathematical literacy (7.5) (3.4) Scientific literacy (9.4) (3.5) * Standard errors are shown in parentheses. Results by gender Gender differences were more pronounced in reading literacy than for mathematical literacy or scientific literacy. This graph shows the average score on the three literacy domains by gender for Indigenous students and non-indigenous students Mean Score Reading Mathematical Scientific Literacy Domain Indigenous Female Indigenous Male Non-Indigenous Female Non-Indigenous Male Figure 6 Student Achievement for the Indigenous and Non-Indigenous Students by Gender on the Reading, Mathematical and Scientific Literacy Scales Reading literacy International comparisons found that females achieved significantly higher results than males across all countries in reading literacy. Differences between the performance of females and males in Australia were similar (around 33.5 score points), for both Indigenous and non-indigenous students.

19 Australia s Indigenous Students in PISA 2000: Results from an International Study 11 Reading literacy sub-scales The largest difference between Indigenous females and males across the three reading subscales was found in the reflecting and evaluating texts sub-scale. The average score on the reflecting and evaluating texts sub-scale for Indigenous females was 470, 37 points higher than for Indigenous males. Indigenous females scored 463 compared with 433 for Indigenous males on the interpreting texts sub-scale. The average score for Indigenous females on the retrieving information sub-scale was 468, 27 points higher than the average score for Indigenous males. Mathematical literacy The difference in mean score between males and females in mathematical literacy was less than reading literacy and was not significant. In most countries males scored higher than females, with half the countries reporting significant differences, although in Australia this was not the case for either the Indigenous or non-indigenous students. There was an 11 score point difference higher for males than females in the OECD mean overall. Scientific literacy There was no overall difference between males and females in the OECD mean for scientific literacy. In Australia there was no significant difference in scientific literacy mean scores between males and females, for Indigenous and non-indigenous students. RESULTS USING PROFICIENCY LEVELS It was decided to divide the results obtained in reading into proficiency levels, to give a clearer view of the knowledge and skills that students possess. In PISA, in reading literacy, there were five proficiency levels described, Level 1 being the most basic skills and Level 5 being the most advanced. There were a small number of students who scored below Level 1, which meant that this assessment was unable to clearly describe the reading skills possessed by those students it doesn t mean that these students possess no reading skills. The percentages of Indigenous and non-indigenous students at each reading proficiency level, along with the OECD average are shown in Figure 7. The lower performance of the Indigenous students is seen with an over-representation of students in the lower levels and an under-representation in the higher levels. The 35 per cent of Indigenous students at or below Level 1 raises an area of concern. In terms of PISA, these students do not have the adequate skills and knowledge in reading literacy to meet real-life challenges and may well be disadvantaged in their lives beyond school. There are, however, Indigenous students who have demonstrated excellent skills and knowledge in reading literacy with 8 per cent of students placed at the highest proficiency level. Forty per cent of Indigenous students performed at Level 3 or better.

20 12 Australia s Indigenous Students in PISA 2000: Results from an International Study Indigenous OECD Non-Indigenous Percentage of students Below Level 1 Level 1 Level 2 Level 3 Level 4 Level 5 Figure 7 Proficiency Levels for Indigenous Students and Non-Indigenous Students on the Reading Literacy Scale PERFORMANCE DIFFERENCES IN RELATION TO BACKGROUND CHARACTERISTICS One of the main aims of PISA was to determine the extent of the influence of home background on the academic performance of the participating students. Details about this were collected in the Student Questionnaire, which students completed following the cognitive assessment. Family structure Students were asked about the make-up of their family and the following definitions were used: Single parent family: students who reported living with one of the following: mother, father, female guardian or male guardian; Nuclear family: students who reported living with a mother and a father; Mixed: students who reported living with a mother and a male guardian, a father and a female guardian, or two guardians. Some interesting differences in family structure emerged between the Indigenous students and non- Indigenous students participating in PISA. Compared with the non-indigenous students: There were 10 per cent more Indigenous students who came from a single parent family. There were 25 per cent fewer Indigenous students who lived in a nuclear family. There were 4 per cent more Indigenous students who came from a mixed family. There were 10 per cent more Indigenous students who came from a different family structure.

21 Australia s Indigenous Students in PISA 2000: Results from an International Study 13 Indigenous non-indigenous Students (%) Single Parent Family Nuclear Family Mixed Family Other Family Structure Figure 8 Family Structure of Indigenous and Non-Indigenous Students in Australia In Figure 9 it can be seen that for Indigenous Students, those who came from a nuclear family tended to score higher than students from other family types. 480 Mean Reading Achievement Single Nuclear Mixed Other Family Type Figure 9 Reading Achievement and Family Type of Indigenous Students The pattern shown in Figure 9 was similar to that for mathematical and scientific literacy achievement. Language spoken at home and English proficiency The majority (83 per cent) of participating students in PISA in Australia spoke only English in their home. The next most frequently spoken languages in the home were Asian and European languages. There were 13 per cent of Indigenous students in PISA who indicated they spoke an Indigenous Australian language at home. Of the students who spoke an Indigenous Australian language at

22 14 Australia s Indigenous Students in PISA 2000: Results from an International Study home, 11 per cent reported not speaking English well, 16 per cent reported they spoke English well and 73 per cent reported they spoke English very well. Home possessions Two questions in the Student Questionnaire asked students about different possessions in their home. The first question listed 11 items and asked students to identify which of these items they had in the home. The second question also consisted of a list and asked students to indicate how many of each of the items listed they had in their home. Overall, significantly fewer Indigenous students indicated they had the following possessions in their home - a dishwashing machine, a room of their own, educational software, a link to the internet, a dictionary, a quiet place to study, a desk for study, school text books and literary works. There were also more Indigenous students who did not have a mobile phone, a calculator, computer, musical instrument or a motor car at their home. The PISA Student Questionnaire also asked the students about cultural possessions in the home as these have been found to be associated with student success. It was found that there were no significant differences in the percentage of Indigenous and non-indigenous students who indicated they had books of poetry or works of art in their home. Books in the home The number of books in the home can also be associated with student performance and the accompanying graph shows the number of books Indigenous and non-indigenous students reported to have in their homes. 25 Percentage of students < > 500 Number of books Indigenous Non-Indigenous Figure 10 Number of Books in the Homes of Indigenous and Non-Indigenous Students in Australia Differences found between the Indigenous students and non-indigenous students: Indigenous students reported having fewer books in the home. Approximately a third of Indigenous students have no more than 50 books in the home compared with a fifth of non-indigenous students. There were significantly fewer Indigenous students (13 per cent) than non-indigenous students (17 per cent) who have more than 500 books in the home. No significant differences were found between females and males and the number of books found in the home.

23 Australia s Indigenous Students in PISA 2000: Results from an International Study 15 Parents education The level of parental education is correlated with student success in reading. In PISA there was a correlation of 0.28 between fathers education and student performance and 0.23 for mothers education. CORRELATION ANALYSIS An analysis of the correlation between two variables can be used to investigate the association between them. If there is a significant positive correlation, it does not imply that one factor depends on the other or there is a cause-effect relationship between them it simply means that they occur together. Further analysis and investigation is needed to determine the nature of the association. Correlation values range from 1 (a negative correlation as one goes up the other goes down) to +1 (a positive correlation as one goes up so does the other). One of the most commonly used measures is the Pearson correlation coefficient, which is abbreviated as r. In PISA, parental educational attainment was assessed by asking students about their parents highest level of education at secondary school and whether parents had completed a university degree. Table 3 shows parents educational levels with the percentages for parents of both Indigenous and non-indigenous students. Table 3 Parents Educational Attainment Education Level Indigenous Students Mother (%) Father (%) Non-Indigenous Students Mother Father (%) (%) Did not go to school Completed primary school only Completed some secondary school, but no more than Year Completed Year 10 or 11 and did some training courses Completed Year Completed a university degree Differences between mothers and fathers of Indigenous students: A small percentage of parents of Indigenous students either had no schooling or had not completed primary school. A higher percentage of fathers of Indigenous students completed Year 10 or 11 and attended some training courses than mothers of Indigenous students. A higher percentage of mothers of Indigenous students had completed Year 12. Differences between parents of Indigenous students and parents of non-indigenous students: Overall, the educational attainment of parents of Indigenous students was lower than for parents of non-indigenous students. A higher percentage of parents of Indigenous students completed no more than Year 10 than parents of non-indigenous students. Fewer parents of Indigenous students completed Year 12 compared with the parents of non- Indigenous students. Fewer parents of Indigenous students completed a university degree compared with the parents of non-indigenous students.

24 16 Australia s Indigenous Students in PISA 2000: Results from an International Study Home education resources The presence of educational resources in the home was found to be correlated positively with student performance in PISA (r=0.23). The availability of a dictionary, a quiet place to study, a desk for study, textbooks and the number of calculators at home were used to create a scale of home educational resources. This scale was standardised so that the mean of the scale across the OECD student population was zero and the standard deviation was one. The mean of on the home educational resources scale indicates Indigenous students have fewer of these home educational resources than the OECD average. The mean for non-indigenous students was about the OECD average at Socioeconomic background The data collected on parents occupation levels was used to give an indication of socioeconomic status. Level of occupation is an accepted means of comparing socioeconomic status across different countries. In PISA this is done according to the International Standard Classification of Occupations (ISCO). Socioeconomic status was found to be one of the most important background variables in relation to performance in Australia. One way to compare the influence of socioeconomic status in different countries or of different groups is to plot students performance against their socioeconomic status. If the gradient of this line is steep, it indicates that socioeconomic status has a greater influence on performance than if the gradient is flatter. A country would probably be aiming for a line that is high (indicating a superior level of performance) and flat (indicating a smaller effect of socioeconomic status). Figure 11 shows the social gradients 5 for several countries, and also for the Australian Indigenous sample. Generally, the relationship shows that students with lower levels of SES are more likely to have a lower achievement level. Likewise, students with higher levels of SES are more likely to have a higher achievement level. The Indigenous sample has a smaller range of SES compared with the whole Australian sample. There is also a notable difference towards the end of the social gradient between the whole sample and the Indigenous sample. In the case of the whole sample, students with a high SES were also those students who were more likely to achieve higher. For the Indigenous sample, however, the social gradient shows there is less SES effect that is, those students from a high SES, are likely to perform better, but the difference between low SES students and high SES is not as great as in the whole Australian sample. On its own, a flatter SES gradient indicates greater equity of outcomes in relation to background. The challenge is to raise the overall level rather than just the top end (see, for example, Korea, which shows relatively high achievement as well as relatively high equity in comparison with other countries). 5 The social gradient is able to provide information about how strongly students results are related to SES (socioeconomic status) and the range of SES for a country.

25 Australia s Indigenous Students in PISA 2000: Results from an International Study Finland UK Reading literacy score NZ Canada Korea Australia USA Russia Indigenous Proficiency level 400 Mexico < Socioeconomic status index Figure 11 Relationship between Socioeconomic Status and Reading Literacy Performance for Several Countries as well as the Australian Indigenous Students OTHER STUDENT CHARACTERISTICS The Australian PISA Student Questionnaire was adapted to include additional questions considered to be important for Indigenous students. These related to: Educational aspirations Absences from school over a given time period Travelling time to school Attitudes towards reading The questions on country of birth and language spoken at home were also expanded to provide more detail than in the international questionnaire. This section begins with a brief discussion of background information of Indigenous students and is followed by an examination of a range of student characteristics to provide insight about them, as well as determining which factors may be important for Indigenous students in influencing achievement.

26 18 Australia s Indigenous Students in PISA 2000: Results from an International Study Educational aspirations In PISA it was found that educational aspirations of students were strongly related to their academic performance in all three domains. Figure 12 shows the difference in educational aspirations of Indigenous and non-indigenous students. Finish a Masters or PhD degree Indigenous Non-Indigenous Tertiary education Finish a 5 or 6-year university degree Finish a 3 or 4-year university degree Finish a TAFE certificate or diploma Finish an apprenticeship No education beyond school Percentage of students Figure 12 Educational Aspirations for Indigenous and Non-Indigenous students beyond Secondary School Generally, Indigenous students have plans to stay in education for a shorter time than non- Indigenous students. It can be seen in Figure 12 that a greater percentage of non-indigenous students intend to undertake university education. About 13 per cent of the Indigenous students planned not to undertake any further education after completing secondary school. For those students continuing their education, a quarter of students expected to finish an apprenticeship and a further quarter indicated that they would finish a TAFE certificate or diploma. For those Indigenous students planning to attend university, almost a quarter intended finishing a 3- or 4-year degree, whilst a tenth hoped to finish a 5- or 6- year degree. Only a small percentage would aim to complete a Masters or PhD degree. The differences between Indigenous and non-indigenous students educational aspirations beyond secondary school were significantly different for every category except finishing a Masters or PhD degree. There were higher percentages of Indigenous than non-indigenous students who planned no further education beyond secondary school, finishing an apprenticeship or completing a TAFE certificate. There were lower percentages of Indigenous than non-indigenous students who planned on finishing a 3-6 year degree. Eighty-three per cent of Indigenous students, with a significantly higher percentage of females than males, indicated they planned to complete Year 12. Approximately 5 per cent of Indigenous students intended to finish their secondary education at Year 11. Twelve per cent indicated at Year 9 or 10, and twice as many Indigenous males than Indigenous females indicated going no further with their education after secondary school. There were also some differences noted between Indigenous males and females. Figure 13 shows the educational aspirations of Indigenous students by gender.